TECHNOLOGY IN LANGUAGE LEARNING & TEACHING:



TECHNOLOGY IN LANGUAGE LEARNING AND TEACHING:

SELECTED REFERENCES

(Last updated 13 October 2017)

Abraham, L. B., & Williams, L. (Eds.). (2009). Electronic discourse in language learning and language teaching. Philadelphia, PA: John Benjamins Publishing Company.

Abrams, Z. I. (2006). From theory to practice: Intracultural CMC in the L2 classroom. In L. Ducate & N. Arnold (Eds.), Calling on CALL: From theory and research to new directions in foreign language teaching (pp. 181-210). San Marcos, TX: CALICO.

Ancker, W. P. (2002). The challenge and opportunity of technology: An interview with Mark Warschauer. English Teaching Forum, 40(4), 1-8.

Andrei, E. (2017). Technology in teaching English language learners: The case of three middle school teachers. TESOL Journal, 8(2), 409-431.

Arnold, N. (2006). Expanding CALL beyond general language classes: The case of courses in language for special purposes. In L. Ducate & N. Arnold (Eds.), Calling on CALL: From theory and research to new directions in foreign language teaching (pp. 269-288). San Marcos, TX: CALICO.

Arnold, N., & Ducate, L. (2006). CALL: Where are we and where do we go from here. In L. Ducate & N. Arnold (Eds.), Calling on CALL: From theory and research to new directions in foreign language teaching (pp. 1-20). San Marcos, TX: CALICO.

Azzaro, G. (2014). Human drive and humanistic technologies in ELT training. In J. de Dios Martínez Agudo (Ed.), English as a foreign language teacher education: Current perspectives and challenges (pp. 287-312). New York, NY: Rodopi.

Blake, R. (2011). Current trends in online language learning. Annual Review of Applied Linguistics, 31, 19-35.

Browne, C., & Gerrity, S. (2004). Setting up and maintaining a CALL laboratory. In S. Fotos & C. Browne (Eds.), New perspectives in CALL for second language classrooms (pp. 171-197). Mahwah, NJ: Lawrence Erlbaum.

Burston, J. (2003). Proving IT works. CALICO Journal, 20, 219-226.

Burston, J. (Ed.). (2005). Digital language lab solutions: An evaluation of software-based virtual labs. Madison, WI: International Association of Language Learning Technologies.

Cafolla, R., Kauffman, D., & Knee, R. (1997). World wide web for teachers: An interactive guide. Boston: Allyn & Bacon.

Carr, N. T. (2006). Computer-based testing: Prospects for innovative assessment. In L. Ducate & N. Arnold (Eds.), Calling on CALL: From theory and research to new directions in foreign language teaching (pp. 289-312). San Marcos, TX: CALICO.

Chapelle, C. A. (2001). Computer applications in second language acquisition. Cambridge, UK: Cambridge University Press.

Chapelle, C. A. (2003). English language learning and technology. Philadelphia: John Benjamins Publishing Company.

Chapelle, C., & Douglas. D. (2006). Assessing language through computer technology. Cambridge, UK: Cambridge University Press.

Chapelle, C., & Douglas, D., (2009). What is the CALT Difference? In P. Hubbard (Ed.), Computer-assisted language learning: Critical concepts in linguistics (Vol. 4) (pp. 138-156). New York, NY: Routledge.

Chapelle, C., & Hegelheimer, V. (2004). The English language teacher in the 21st century. In S. Fotos & C. Browne (Eds.), New perspectives in CALL for second language classrooms (pp. 299-316). Mahwah, NJ: Lawrence Erlbaum.

Chapelle, C., & Jamieson, J. (1989). Research trends in computer-assisted language learning. In M. C. Pennington (Ed.), Teaching languages with computers: The state of the art (pp. 47-59). La Jolla, CA: Athelstan.

Chen, X.-B. (2013, Feb). Tablets for informal language learning: Student usage and attitudes. Language Learning & Technology, 17(1), 20-36. Retrieved from

Chun, D. M. (2006). CALL technologies for L2 reading. In L. Ducate & N. Arnold (Eds.), Calling on CALL: From theory and research to new directions in foreign language teaching (pp. 69-98). San Marcos, TX: CALICO.

Cummings, M. C. (2004). "Because we are shy and fear mistaking": Computer mediated communication with EFL writers. Journal of Basic Writing, 23(2) 23-48.

Dikli, S. (2005). Automated essay scoring. The Turkish Online Journal of Distance Education (TOJDE), 7(1), 5. 

Dikli, S. (2006). An overview of automated essay scoring. Journal of Technology, Learning, and Assessment, 5(1).

Dikli, S. (in press). The nature of the automated essay scoring feedback. CALICO (The Computer Assisted Language Instruction Consortium) Journal, 28(1).

Dever, S. Y., & Pennington, M. C. (1989). Computer capabilities underlying computer-learner interaction. In M. C. Pennington (Ed.), Teaching languages with computers: The state of the art (pp. 11-28). La Jolla, CA: Athelstan.

Douglas, D., & Hegelheimer, V., (2007). Assessing language using computer technology. Annual Review of Applied Linguistics, 27, 115-132.

Ducate, L., Lomicka Anderson, L., & Moreno, N. (2011). Wading through the world of wikis: An analysis of three wiki projects. Foreign Language Annals, 44(3), 495-524.

Dubreil, S. (2006). Gaining perspective on culture through CALL. In L. Ducate & N. Arnold (Eds.), Calling on CALL: From theory and research to new directions in foreign language teaching (pp. 237-268). San Marcos, TX: CALICO.

Dudeney, G., & Hockly, N. (2007). How to teach English with technology. Harlow, UK: Longman.

Educational Technology Standards and Performance Indicators for Administrators. Retrieved 29 August 2007, from inhouse/nets/cnets/administrators/index.html.

Ene, E., Görtler, S., & K. McBride (2005). Teacher participation styles in FL chats and their effect on student behavior. CALICO, 23(3), 603-634.

Erben, T., Ban, R., & Castaneda, M. (2009). Teaching English language learners through technology. New York, NY: Routledge.

Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Senderur, E., & Senderur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59, 423-435.

Fang, X., & Warschauer, M. (2004). Technology and curricular reform in China: A case study. TESOL Quarterly, 38(2), 301-323.

Ferreira, A., Moore, J. D., & Mellish, C. (2007). A study of feedback strategies in foreign language classrooms and tutorials with implications for intelligent computer-assisted language learning systems. International Journal of Artificial Intelligence in Education Education, 17, 389 – 422. 

Gabriel, Y. (2008). Against the tyranny of PowerPoint: Technology-in-use and technology abuse. Organization Studies, 29(2), 255-276.

Gonglewski, M., & DuBravac S. (2006). Multiliteracy: Second language literacy in the multimedia environment. In L. Ducate & N. Arnold (Eds.), Calling on CALL: From theory and research to new directions in foreign language teaching (pp. 43-68). San Marcos, TX: CALICO.

Golonka, E. M., Bowles, A. R., Franck, V. M., Richardson, D. L., & Freynik, S. (2014). Technologies for foreign language learning: A review of technology types and their effectiveness. Computer Assisted Language Learning, 27(1), 70-105.

Goodwin-Jones, R. (2011). Autonomous language learning. Language Learning and Technology, 15(3), 4-11.

Gorsuch, G. J., & Austin, K. A. (2003). From paper and pencil to the Web: A testing and technology partnership. In C. A. Coombe & N. J. Hubley (Eds.), Assessment practices (pp. 75-89). Alexandria, VA: TESOL.

Grimes, D., & Warschauer, M. (2008). Learning with laptops: A multi-method case study. Journal of Educational Computing Research, 38(3), 305-332.

Grimes, D., & Warschauer, M. (2010). Utility in a fallible tool: A multi-site case study of automated writing evaluation. Journal of Technology, Language, and Assessment, 8(6), 1-43.

Haarmann, H. (2011). Writing as technology and cultural ecology. New York, NY: Peter Lang.

Hanson-Smith, E. (Ed.). (2000). Technology-enhanced learning environments. TESOL practice series. Bloomington, IL: TESOL.

Hardisty, D., & Windeatt, S. (1989). CALL. Oxford: Oxford University Press.

Hauck, M., & Hampel, R. (2008). Strategies for online learning environments. In S. Hurd & T. Lewis (Eds.), Language learning strategies in independent settings (pp. 283-302). Bristol, UK: Multilingual Matters.

Healey, D. (2016). Language learning and technology: Past, present, and future. In F. Farr & L. Murray (Eds.), The Routledge handbook of language learning and technology (pp. 9-23). New York, NY: Routledge.

Healey, D., Hanson-Smith, E., Hubbard, P., Ioannou-Georgiou, S., Kessler, G., Ware, P. (2011). TESOL technology standards: Description, implementation, integration. Alexandria, VA: TESOL.

Ho, C. M. L. (2010). What’s in a question? The case of students’ enactments in the Second Life virtual world. Innovation in Language Learning and Teaching, 4(2), 151-176.

Hubbard, P. (2006). Evaluating CALL software. In L. Ducate & N. Arnold (Eds.), Calling on CALL: From theory and research to new directions in foreign language teaching (pp. 313-338). San Marcos, TX: CALICO.

Jamieson, J., & Chapelle, C. (2010). Evaluating CALL use across multiple contexts. System, 38, 357-369.

Jeon-Ellis, G., Debski, R, & Wigglesworth, G. (2005). Oral interaction around computers in the project-oriented CALL classroom. Language Learning and Technology, 9(1), 121—145. 

Jiménez Raya, M., & Pérez Fernández, J.M. (2002). Learner autonomy and new technologies. Educational Media International, 39(1), 61-68.

Jones, L. C. (2006). Listening comprehension in multimedia environments. In L. Ducate & N. Arnold (Eds.), Calling on CALL: From theory and research to new directions in foreign language teaching (pp. 99-126). San Marcos, TX: CALICO.

Jones, C., & Fortescue, S. (1987). Using computers in the language classroom. New York, NY: Longman.

Keith, C. J., & Lafford, P. A. (1989). Designing software for vocational language programs: An overview of the development process. In M. C. Pennington (Ed.), Teaching languages with computers: The state of the art (pp. 125-143). La Jolla, CA: Athelstan.

Kemp, N. (2011). Mobile technology and literacy: Effects across cultures, abilities and lifespan. Journal of Computer Assisted Learning, 27(1), 1-3.

Kern, N. (2013). Technology-integrated English for specific purposes lessons: Real-life language, tasks, and tools for professionals. In G. Motteram (Ed.), Innovations in learning technologies for English language teaching. (pp. 89–115). London, UK: The British Council.

Kern, R., Ware, P., & Warschauer. M. (2004). Crossing frontiers: New directions in online pedagogy and research. Annual Review of Applied Linguistics, 24, 243-260.

Kern, R., Ware, P., & Warschauer, M. (2008).  Network-based language teaching.  In N. V. Deusen-Scholl & N. H. Hornberger (Eds.), Encyclopedia of language and education, 2nd Edition, Vol. 4: Second and foreign language education (pp. 281-292). New York: Springer.

Kern, R., & Warschauer, M. (2000). Theory and practice of network-based language teaching. In M. Warschauer & R. Kern (Eds.), Network-based language teaching: Concepts and practice (pp. 1-19). New York: Cambridge University Press.

Kramsch, C., A’Ness, F. & Lam, W. (2000). Authenticity and authorship in the computer-mediated acquisition of L2 literacy. Language Learning and Technology, 4(2), 78-104.

Kubler, N. (Ed.). (2011). Corpora, language, teaching, and resources: From theory to practice. New York, NY: Peter Lang.

Lam, Y. (2000). Technophilia vs. technophobia: A preliminary look at why second-language teachers do or do not use technology in their classrooms. Canadian Modern Language Review, 56, 390-420.

Lamy, M. N., & Hampel, R. (2007). Online communication in language learning and teaching. Chippenham, UK: Palgrave Macmillan.

Laroussi, F. (Ed.). (2011). Code-switching, languages in contact and electronic writings. New York, NY: Peter Lang.

Lee, L. (2012). Engaging study abroad students in intercultural learning through blogging and ethnographic interviews. Foreign Language Annals, 45(1), 7-21.

Levy, M., & Stockwell, G. (2013). CALL dimensions: Options and issues in computer-assisted language learning (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.

Li, R. C., & Hart, R. S.  (2002). What can the worldwide web offer ESL teachers? In J.C. Richards & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 374-384). Cambridge: Cambridge University Press.

Lomicka, L. (2006). Understanding the other: Intercultural exchange and CMC. In L. Ducate & N. Arnold (Eds.), Calling on CALL: From theory and research to new directions in foreign language teaching (pp. 211-236). San Marcos, TX: CALICO.

Lotherington, H., & Jenson, J. (2011). Teaching multimodal and digital literacy in second language settings: New literacies, new basics, new pedagogies. Annual Review of Applied Linguistics, 31, 226-246.

Luke, C. L. (2006). Situating CALL in the broader methodological context of foreign language teaching and learning: Promises and possibilities. In L. Ducate & N. Arnold (Eds.), Calling on CALL: From theory and research to new directions in foreign language teaching (pp. 21-42). San Marcos, TX: CALICO.

Mason, R., & Rennie, F. (2008). E-learning and social networking handbook: Resources for higher education. London, UK: Routledge. 

McBride, K. (2007). Adaptive and maladaptive strategy use in computer-assisted language learning activities for listening comprehension. Indian Journal of Applied Linguistics, 33(2), 65-86.

McBride, K. (2008). English web page use in an EFL setting: A contrastive rhetoric view of the development of information literacy. In U. Connor, E. Nagelhout & W. Rozycki (Eds.), Contrastive rhetoric (pp. 219–240). Philadelphia: Benjamins.

McBride, K. (2009). Podcasts and second language learning: Promoting listening comprehension and intercultural competence. In L. B. Abraham & L. Williams (Eds.), Electronic discourse in language learning and language teaching (pp. 153-167). Amsterdam: John Benjamins.

McBride, K. (2009). Social-networking sites in foreign language classes: Opportunities for re-creation. In L. Lomicka & G. Lord (Eds.), The next generation: Social networking and online collaboration in foreign language learning (pp. 35-58). San Marcos, TX: Computer Assisted Language Instruction Consortium (CALICO).

McBride, K., & Fägersten, K. B. (2008). Student’s role in distance learning. In S. Goertler & P. Winke (Eds.), Opening doors through distance language education: Principles, perspectives, and practices (pp. 43-66). San Marcos, TX: Computer Assisted Language Instruction Consortium (CALICO).

McBride, K., & Wildner-Bassett, M. E. (2008). Interpersonal and intercultural understanding in a blended second culture classroom. In S. S. Magnan (Ed.), Mediating discourse online (pp. 93-123). Philadelphia, PA: Benjamins.

Meskill, C. (2005). Triadic scaffolds: Tools for teaching English language learners with computers. Language Learning and Technology, 9(1), 46-59.

Meskill, C., & Anthony, N. (2010). Teaching languages online. Clevedon, UK: Multilingual Matters.

Motteram, G. (Ed.) (2013). Innovations in learning technologies for English language teaching. London, UK: British Council. Retrieved from

Murphy, L., Shelley, M., & Baumann, U. (2010). Qualities of effective tutors in distance language teaching: Student perceptions. Innovation in Language Learning and Teaching, 4(2), 119-136.

Murray, L., & Hourigan, T. (2006). Using micropublishing to facilitate writing in the foreign language. In L. Ducate & N. Arnold (Eds.), Calling on CALL: From theory and research to new directions in foreign language teaching (pp. 149-180). San Marcos, TX: CALICO.

Neri, A., Cucchiarini, C., Strik, H., & Boves, L. (2002). The pedagogy-technology interface in computer assisted pronunciation training. Computer Assisted Language Learning, 15(5), 441-467.

North, S., Snyder, I., & Bulfin, S. (2008). Digital tastes: Social class and young people's technology use. Information, Communication & Society, 11(7), 895-911.

O’Brien, M. G. (2006). Teaching pronunciation and intonation with computer technology. In L. Ducate & N. Arnold (Eds.), Calling on CALL: From theory and research to new directions in foreign language teaching (pp. 127-148). San Marcos, TX: CALICO.

Pennington, M. C. (Ed.), (1989). Teaching languages with computers: The state of the art. La Jolla, CA: Athelstan.

Pennington, M. C. (1989). Applications of computers in the development of speaking and listening proficiency. In M. C. Pennington (Ed.), Teaching languages with computers: The state of the art (pp. 99-121). La Jolla, CA: Athelstan.

Phelps, R., & Graham, A. (2010). Exploring the complementarities between complexity and action research: The story of Technology Together. Cambridge Journal of Education, 40(2), 183-197.

Phinney, M. (1989). Computers, composition, and second language teaching. In M. C. Pennington (Ed.), Teaching languages with computers: The state of the art (pp. 81-96). La Jolla, CA: Athelstan.

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-5.

Prensky, M. (2001). Do they really think differently. On the Horizon, 9(6), 1-9.

Reinhardt, J., & Sykes, J. (Eds.). (2014). Game and play activity in technology mediated L2 teaching and learning. Language Learning and Technology, 18(2), 2-8. Retrieved from

Ren, Y., Warschauer, M., Lind, S., & Jennewine, L. (2009). Technology and English language teaching in Brazil. Letras e Letras, 25(2), 235-254.

Romer, U. (2011). Corpus research applications in second language teaching. Annual Review of Applied Linguistics, 31, 205-225.

Saito-Abbott, Y., Donovan, R., & Abbott, T. F. (2003). (Eds.). Emerging technologies in teaching languages and cultures. San Diego: LARC Press, San Diego State University.

Schuetze, U., & Lowey, E. (2015). Learning the subjunctive in German: With or without technology. Electronic Journal of Foreign Language Teaching, 12(1), 69–78.

Shaw, P. (2009). The syllabus is dead, long live the syllabus: Thoughts on the state of language curriculum, content, language, tasks, projects, materials, wikis, blogs and the world wide web. Language and Linguistics Compass, 3(5), 1266-1283.

Shetzer, H., & Warschauer, M. (2000). An electronic literacy approach to network-based language teaching. In M. Warschauer & R. Kern (Eds.), Network-based language teaching: Concepts and practice (pp. 171-185). New York: Cambridge University Press.

Shetzer, H., & Warschauer, M. (2001). English through Web page creation. In J. Murphy & P. Byrd (Eds.), Understanding the courses we teach: Local perspectives on English language teaching (pp. 429-445). Ann Arbor, MI: University of Michigan Press.

Sokolik, M. (2014). Digital technology in language teaching. In Brinton, D.M., Celce-Murcia, M., & Snow, M.A. (Eds.), Teaching English as a second or foreign language (pp. 409-421). Boston, MA: Heinle Cengage Learning.

Stevens, V. (1989). A direction for CALL: From behavioristic to humanistic courseware. In M. Smith, G., & Baber, E. (2005). Teaching English with information technology: How to use the internet and IT when teaching – for the professional English language teacher. London, UK: Modern English Publishing.

Stockwell, G. (Ed.). (2012). Computer-assisted language learning: Diversity in research and practice. Cambridge, UK: Cambridge University Press.

Sykes, J. (2005). Synchronous CMC and pragmatic development: Effects of oral and written chat. CALICO Journal, 22(3), 399-431.

Sykes, J., & Reinhardt, J. (2012). Language at play: Digital games in second and foreign language teaching and learning. New York, NY: Pearson-Prentice Hall.

Taguchi, N., & Sykes, J., (Eds.). (2013). Technology in interlanguage pragmatics research and teaching. Philadelphia, PA: John Benjamins.

Thomas, M., Reinders, H., & Warschauer, M. (Eds.) (2012). Contemporary computer-assisted language learning. New York, NY: Continuum.

Stickler, U., & Lewis, T.  (2008). Collaborative language learning strategies in an email tandem exchange. In S. Hurd & T. Lewis (Eds.), Language learning strategies in independent settings (pp. 237-261). Bristol, UK: Multilingual Matters.

Suh, J. (2002). Effectiveness of CALL writing instruction: The voices of Korean EFL learners. Foreign Language Annals, 35(6), 669-679.

Truman, M. (2008). Self-correction strategies in distance language learning. In S. Hurd & T. Lewis (Eds.), Language learning strategies in independent settings (pp. 262-282). Bristol, UK: Multilingual Matters.

Underwood, J. H. (1984). Linguistics, computers, and the language teacher: A communicative approach. Rowley, MA: Newbury House.

Veciño, P. (2017). Integrating technology in Argentine classrooms: The case of a Buenos Aires teacher education school. In L. D. Kamhi-Stein, G. Díaz Maggioli, & L. C. de Oliveira (Eds.), English language teaching in South America: Policy, preparation and practices (pp. 123-137). Bristol, UK: Multilingual Matters.

Ware, P.D., & O’Dowd, R. (2008). Peer feedback on language form in telecollaboration. Language Learning and Technology, 12, 1, 43-63.

Ware, P. D., & Pérez-Cañado, M. L. (2007). Grammar and feedback: Turning to language form in telecollaboration. In R. O’Dowd (Ed.), Online intercultural exchange: An introduction for foreign language teachers (pp. 107-126). Clevedon: Multilingual Matters.

Warger, T., & Dobbin, G. (2009). Learning environments: Where space, technology, and culture converge. Educause, ELI Paper 1, 1-14.

Warschauer, M. (1996). Computer-assisted language learning: An introduction. In S. Fotos (Ed.), Multimedia language teaching (pp. 3-20). Tokyo, Japan: Logos International.

Warschauer, M. (1996). Motivational aspects of using computers for writing and communication. In M. Warschauer (Ed.), Telecollaboration in foreign language learning (pp. 29-46). Honolulu, HI: University of Hawai'i Second Language Teaching and Curriculum Center.

Warschauer, M. (1996). Comparing face-to-face and electronic discussion in the second language classroom. CALICO Journal 13(2), 7-26.

Warschauer, M. (1996). Heterotopias, panopticons, and Internet discourse. University of Hawai'i Working Papers in ESL 14(1), 91-121.

Warschauer, M. (1997). Computer-mediated collaborative learning: Theory and practice. Modern Language Journal. 81, 470-481.

Warschauer, M. (1997). A sociocultural approach to literacy and its significance for CALL. In K. Murphy-Judy & R. Sanders (Eds.), NEXUS: The convergence of language teaching and research using technology (pp. 88-97). Durham, North Carolina: Computer Assisted Language Instruction Consortium.

Warschauer, M. (1998). Interaction, negotiation, and computer-mediated learning. In V. Darleguy, A. Ding & M. Svensson (Eds.), Educational technology in language learning: Theoretical reflection and practical applications (pp. 125-136). Lyon, France: National Institute of Applied Sciences, Center of Language Resources.

Warschauer, M. (1998). Technology and indigenous language revitalization: Analyzing the experience of Hawai'i. Canadian Modern Language Review, 55(1), 140-161.

Warschauer, M. (1998). Researching technology in TESOL: Determinist, instrumental, and critical approaches. TESOL Quarterly, 32, 757-761.

Warschauer, M. (1998). Online learning in sociocultural context. Anthropology & Education Quarterly, 29, 68-88.

Warschauer, M. (1999). Electronic literacies: Language, culture, and power in online education. Mahwah, NJ: Lawrence Erlbaum Associates.

Warschauer, M. (2000). On-line learning in second language classrooms: An ethnographic study. In M. Warschauer & R. Kern (Eds.), Network-based language teaching: Concepts and practice (pp. 41-58). New York: Cambridge University Press.

Warschauer, M. (2000). Language, identity, and the Internet. In B. Kolko, L. Nakamura & G. Rodman (Eds.), Race in Cyberspace (pp. 151-170). New York: Routledge.

Warschauer, M. (2000). The death of cyberspace and the rebirth of CALL. English Teachers' Journal, 53, 61-67.

Warschauer, M. (2001). Millennialism and media: Language, literacy, and technology in the 21st century. AILA Review 14, 49-59.

Warschauer, M. (2001). Online communication. In R. Carter & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages (pp. 207-212). Cambridge: Cambridge University Press.

Warschauer, M. (2002). A developmental perspective on technology in language education. TESOL Quarterly, 36(3), 453-475.

Warschauer, M. (2002). Reconceptualizing the digital divide. First Monday 7(7). Retrieved from

Warschauer, M. (2002). A developmental perspective on technology in language education. TESOL Quarterly, 36(3), 453-475.

Warschauer, M. (2002) : The Internet and linguistic pluralism. In I. Snyder (Ed.), Silicon literacies: Communication, innovation and education in the electronic age (pp. 62-74). London: Routledge.

Warschauer, M. (2002). A review of language and the Internet by David Crystal. Education, Communication, and Information, 2(2) 241-244.

Warschauer, M. (2002) Networking into academic discourse. Journal of English for Academic Purposes 1(1), 45-58.

Warschauer, M. (2003). The allures and illusions of modernity: Technology and educational reform in Egypt. Educational Policy Analysis Archives, 11(38). Retrieved from

Warschauer, M. (2003). Demystifying the digital divide. Scientific American, 289(2), 42-47.

Warschauer, M. (2003). Dissecting the "digital divide": A case study in Egypt. The Information Society, 19(4), 297-304.

Warschauer, M. (2004). The rhetoric and reality of aid: Promoting educational technology in Egypt. Globalisation, Societies and Education, 2(3), 377-390.

Warschauer, M. (2004). Information and communication technologies in the teaching and learning of foreign languages: State of the art, needs and perspectives. Moscow: UNESCO Institute for Information Technologies in Education.

Warschauer, M. (2004). Technological change and the future of CALL. In S. Fotos & C. Brown (Eds.), New perspectives on CALL for second and foreign language classrooms (pp. 15-25). Mahwah, NJ: Lawrence Erlbaum Associates.

Warschauer, M. (2005). Sociocultural perspectives on CALL. In J. Egbert & G. M. Petrie (Eds.), CALL Research Perspectives (pp. 41-51). Mahwah, NJ: Lawrence Erlbaum Associates.

Warschauer, M. (2005). Sociocultural perspectives on CALL. In J. Egbert & G. M. Petrie (Eds.), CALL Research Perspectives (pp. 41-51). Mahwah, NJ: Lawrence Earlbaum.

Warschauer, M. (2006). Networking the Nile: Technology and professional development in Egypt. In J. Inman & B. Hewett (Eds.), Technology and English studies: Innovative professional paths (pp. 163-172). Mahwah, N.J.: Lawrence Erlbaum.

Warschauer,M. (2007). The paradoxical future of digital learning. Learning Inquiry, 1(1), 41-49.

Warschauer, M. (2007). Technology and writing.  In C. Davison & J. Cummins (Eds.), The International Handbook of English Language Teaching (pp. 907-912).  Norwell, MA: Springer.

Warschauer, M. (2007). Information literacy in the laptop classroom. Teachers College Record, 109(11), 2511-2540.

Warschauer, M. (2007).  A teacher’s place in the digital divide. Yearbook of the National Society for the Study of Education Annual Yearbook, 106(2), 147-166.

Warschauer, M. (2008). Whither the digital divide? In D. L. Kleinman, K. A. Cloud-Hansen, C. Matta, & J. Handesman (Eds.), Controversies in science & technology: From climate to chromosomes. New Rochelle, NY: Liebert.

Warschauer, M. (2008). Laptops and literacy: A multi-site case study. Pedagogies, 3(1), 52-67.

Warschauer, M. (2009).  Learning to write in the laptop classroom. Writing & Pedagogy, 1(1), 101-112.

Warschauer, M. (2010). Digital divide. In M. J. Bates & M. N. Maack (Eds.), Encyclopedia of library and information sciences, Vol. 2, Third Edition (pp. 1551-1556). New York: CRC Press.

Warschauer, M., & Ames, M. (2010). Can one laptop per child save the world's poor? Journal of International Affairs, 64(1), 33-51.

Warschauer, M., Arada, K., & Zheng, B. (2010). Laptops and inspired writing. Journal of Adolescent and Adult Literacy, 54(3), 221-223.

Warschauer, M., & Donaghy, K. (1997). Leoki: A powerful voice of Hawaiian language revitalization. Computer Assisted Language Learning, 10(4), 349-362.

Warschauer, M., Grant, D., Del Real, G., & Rousseau, M. (2004). Promoting academic literacy with technology: Successful laptop programs in K-12 schools. System 32(4), 525-537.

Warschauer, M., & Grimes, D. (2007). Audience, authorship, and artifact: The emergent semiotics of Web 2.0. Annual Review of Applied Linguistics 27, 1-23.

Warschauer, M. & Healey, D. (1998). Computers and language learning: An overview. Language Teaching, 31, 57-71.

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